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Journal of Autism and Developmental Disorders

Gepubliceerd in:

01-09-2007 | ORIGINAL PAPER

Individual and Environmental Determinants of Engagement in Autism

Auteurs: Lisa A. Ruble, Dana M. Robson

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 8/2007

Abstract

Engagement is a core component of effective educational programs for children with autism. Analysis of 711 naturalistic goal-directed classroom behaviors of four school-age children with autism and four comparable children with Down syndrome (DS) was conducted. The definition of engagement was expanded to include child compliance and congruence. A main finding was both child and environmental factors influenced type of engagement. Children with DS produced 20% more goal-directed behaviors that were both congruent and compliant compared to children with autism. Large group instruction was associated with less congruent engagement but more compliant engagement for children with autism. These findings suggest specific types of engagement which may lead to advances in developing evidence-based practices for specific developmental disorders.

vorige artikel Teaching the Imitation and Spontaneous Use of Descriptive Gestures in Young Children with Autism Using a Naturalistic Behavioral Intervention

volgende artikel Slowing Down Presentation of Facial Movements and Vocal Sounds Enhances Facial Expression Recognition and Induces Facial–Vocal Imitation in Children with Autism

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Titel: Individual and Environmental Determinants of Engagement in Autism
Auteurs: Lisa A. Ruble
Dana M. Robson
Publicatiedatum: 01-09-2007
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 8/2007
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-006-0222-y

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